Teaching Responsibility Through Physical Activity

In this revised and expanded second edition, you'll -learn about the basic convictions needed for teaching social and personal responsibility to children and youth; -hear from real teachers and kids in real schools and other programs; -acquire new strategies, field-tested in both inner-city and suburban settings; and -gain a better understanding of how to guide children and youth to become their social and personal bests. In Teaching Responsibility Through Physical Activity, Second Edition, Don Hellison guides teachers in using physical activity to foster personal and social responsibility. Hellison's expanded and revised classic provides strategies that have been field-tested in inner-city and suburban settings and will help you guide your students toward greater responsibility. This new edition of Teaching Responsibility Through Physical Activity is focused on teaching in school settings. It includes the following features: -KidQuotes, comments from real kids to motivate you to apply the concepts) -Updated references -"Take-Aways" that summarize each chapter and help you consider your own situation -New chapters on the lesson plan structure -Information on how to integrate responsibility into physical activity lessons -Strategies for specific problems that arise in class -Guidelines for assessment of responsibility PETE instructors and course adopters can use this book to help preservice physical education teachers and recreation leaders develop methods for promoting personal and social responsibility. Whether you're a seasoned veteran or a preservice teacher, you'll find that Hellison's popular guide, which includes a foreword by internationally renowned educator Daryl Siedentop, has been taken to an even higher level--one that can help you have a great impact on your students.

Table of Contents:
Part 1 Ideas: what's worth doing?; themes for teaching personal and social responibility; levels of responsibility. Part 2 Strategies: lesson plan; integrating responsibility with physical activity content; strategies for specific problems and situations; teacher-student relationship; assessment. Part 3 Implementation: getting started; programmes to supplement in-school physical education; wrap-up.

About the Author :
Don Hellison, PhD, is a professor in the College of Education and the Jane Addams College of Social Work at the University of Illinois at Chicago. He is best known for his work with at-risk youth and for the development of effective approaches to teaching physical activities in schools and social agencies. Since 1970 Hellison also has taught physical education part-time to young people in inner-city schools and community youth organizations, alternative schools, residential homes, and detention centers. Hellison's ideas and experiences appear in a variety of journals and books, including A Reflective Approach to Teaching Physical Education, Goals and Strategies for Teaching Physical Education, Youth Development and Physical Activity: Linking Universities and Communities, and Beyond Balls and Bats: Alienated Youth in the Gym. He served as editor of Quest from 1996 to 1998. He is a recipient of the Curriculum and Instruction Academy Scholar Award (2000), American Alliance for Health, Physical Education, Recreation and Dance (AAHPERD) Presidential Citation (2000), the National Association for Sport and Physical Education (NASPE) Hall of Fame Award (1999), National Association of Physical Education in Higher Education (NAPEHE) Scholar Award (1998), and the International Olympic Committee President's Prize (1995). Hellison is a member of AAHPERD, NASPE, and NAPEHE.